محدث العصر مولانا حبیب الرحمن الاعظمی
محدث العصر مولانا حبیب الرحمن الاعظمی عرصہ سے موت و حیات کی کشمکش میں گرفتار تھے، راقم ۲۳؍ فروری کو مرکزی جمعیۃ اہل حدیث ہند کے امیر مولانا مختار احمد ندوی حفظ اﷲ کی دعوت پر کلیۃ فاطمۃ الزہرا کے سالانہ جلسہ میں شرکت کے لیے مؤ گیا تو مولانا الاعظمی کی عیادت کے لئے بھی حاضر ہوا لیکن ڈاکٹروں نے ملنے جلنے پر سخت پابندی لگا رکھی تھی، میری خواہش پر صاحب زادہ محترم مولانا رشید احمد صاحب نے دید و زیارت کا موقع مہیا کردیا لیکن اس وقت محدث کبیر نہ بات چیت کرتے تھے اور نہ آنکھیں کھولتے تھے، چند روز بعد مولانا رشید احمد صاحب نے خط سے اطلاع دی کہ اب بھی وہی کیفیت ہے بلکہ صحت مزید خراب ہوتی جارہی ہے، میں پھر عیادت کے لیے جانا چاہتا تھا کہ ۱۱؍ رمضان المبارک کو حادثہ جانکاہ کی اطلاع آگئی، اِناﷲ وَ اِنا اِلَیہ رَاجِعُون۔
محدث العصر نے طویل عمر پائی اور مصروف علمی زندگی گزاری، وہ ۱۳۱۹ھ میں پیدا ہوئے، اختر حسن تاریخی نام تھا۔ گھریلو تعلیم کے بعد انھوں نے مؤ سے ملحق قصبہ بہادر گنج کے مدرسہ میں داخلہ لیا جہاں مولانا عبدالغفار عراقی کے بھائی مولانا ابوالحسن عراقی سے کسب فیض کرنے کے بعد مظہرالعلوم بنارس میں داخلہ لیا، حصول تعلیم کے لیے دارالعلوم دیوبند کا سفر دوبارہ کیا مگر دونوں بار طبیعت خراب ہوجانے کی وجہ سے واپس چلے آئے اور دارالعلوم مؤ ہی میں مولانا کریم بخش سنبھلی کی خدمت میں رہ کر دورہ حدیث مکمل کیا، فراغت کے بعد یہیں درس و تدریس کی خدمت پر مامور ہوگئے، پھر مؤ کے دوسرے بڑے مدرسہ جامعہ مفتاح العلوم سے وابستہ ہوئے اور اس کے صدر مدرس بھی رہے، یہاں سے علیحدہ ہوئے تو خود المعمہد العالی مرقاۃ العلوم کی...
Abstract The paper identifies major changes in educational policies in Pakistan after the incident of September 11. It hoards the facts on the attack of September 11(2001) that had no direct link with Pakistan, but has changed the spectrum of regional policies and shifted the traditional way of learning with west-led agenda on the name of international standards. The study indicates major changes and shifts in the education policies and national curriculum as well as amendments in legal framework and laws including 18th Constitutional Amendment of 2010 and Article-25A of the Constitution of Pakistan. The struggle for uniform education system by various political and military governments throughout the history of Pakistan since independence is also scooped and a comprehensive view is provided on major policy changes and its impacts on education system in Pakistan. The research is based on analysis of primary and secondary sources of information. It is a mix of qualitative and quantitative research methods. Pakistan as a State still is in the list of developing countries and struggling with internal and external problems and their effects caused hurdles in the process of development and reforms in various sectors including education. Security remained one of the major subjects of focus for Pakistan for last many decades along with other administrative matters. The matters including economy, infrastructure development and strengthen democratic system in with democratic or dictator led governments whichever was the case of administration continued tackling with security and terrorism within the state as a top priority issue since 9/11. Pakistan’s investment on education sector remained poor in which resulted lagging behind of the country in all major development indicators. Education remained the core subject that bough up revolution in 21st century and hence has acquired greater importance around the world. After 18th Amendment, the duty of satisfactory spending on education consequently dwells with each province to have the capacity to satisfy Pakistan's national and international duties regarding education. The research encompassed efforts of Pakistan’s administration during various eras on national and international level to meet requirements of international standard education policies.
Every year educational institutes invest a lot of money on education. Various approaches and techniques are being used to enhance the quality of education in order to meet the requirements of the revolutionary developing world. Teachers' teamwork is supposed to be an effective effort towards meeting those needs, by developing teachers' knowledge and skills and by sharing their experiences with each other. A number of studies have been conducted in the western countries on teachers' teamwork. Therefore, this study was conducted in a community private English medium school in Karachi, to find out teachers and management practices and understanding of teachers teamwork. The study undertook two teaching teams, one in the primary section and another in secondary section, and one team of coordinators (academic council), which is a decision making body as well as deals with teachers and classroom teaching. The study explores how teamwork helps teachers enhance their personal and professional knowledge by providing them a collaborative environment. It also explains how the school structure and the required elements, resources, time and professional development opportunities help in this regard. Even though it is a management structure, yet is seem to be fruitful for teachers to build up their trust and relation with each other, which are supposed to provide baseline for teachers' professional growth by bringing their tacit beliefs and assumptions to the surface. It also highlights some factors influencing effective teamwork, for example, influence of the team leader/coordinator, not having clear rules to be followed, unawareness of the purpose/vision for the team and role ambiguity of the members of the academic council. The study also recommends some suggestions for improving the quality of teamwork as well as recommends further studies in this field to be explored.